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Start Your Online Application Now Date Closing: 06/19/2026 Academic and Behavior Intervention Coordinator - Job Description Academic and Behavior Intervention Coordinator (TOSA) Salary Range: Per Educator Agreement Salary Schedule Start Date: August, 2026 Work Week: 1.00 FTE Student Level: White Bear Lake Area High School - Grades 9-12 General Definition of Work Performs challenging, professional tasks supporting academic, reading, attendance, and behavior interventions; coordinates building-wide intervention programming; supports student attendance and response protocols; oversees assigned before- and after-school and hallway supervision duties; and performs related work as apparent or assigned. Work is performed under the general direction of the High School Principal. Qualification Requirements To perform this job successfully, an individual must be able to perform each essential function listed below satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. This is not an exhaustive list of any or all the functions a position could perform. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential functions. Essential Functions Identifies students at high risk of not reading at grade level using multiple measures, including FastBridge, MCA, grading data, classroom performance, and other available academic data. Implements ReadBasix and provides reading intervention using the REWARDS curriculum through 1:1, small-group, and targeted intervention structures. Provides direct academic literacy support to students and monitors progress toward reading and academic goals. Provides instructional support and communication to staff regarding scaffolding, ability grouping, intervention structures, and other strategies to support learning and improve academic literacy. Coordinates and supports building-wide academic intervention programming, including Multi-Tiered Systems of Support (MTSS), BARR, AVID, testing coordination, data practices, and attendance response protocols. Monitors academic trends, student performance, reading intervention data, attendance data, and behavior data to inform student support decisions. Leads team meetings around academic, reading, attendance, and behavior interventions. Leads attendance intervention team meetings and submits proper truancy petitions. Investigates school/student-related disciplinary incidents. Conducts behavioral interventions and discipline when needed. Supports the creation of a positive school climate. Conducts verbal and written communications with students, families, staff, administrators, and other stakeholders. Facilitates student activities, intervention meetings, and staff meetings as assigned by the building Principal. Serves as a member of various building teams and acts as a liaison among administration, teaching staff, student support staff, families, and outside agencies as appropriate. Assists in establishing a positive environment for achieving educational outcomes. Maintains building and occupant safety, including supervision of assigned spaces before, during, and after school. Assists in selection, assignment, mentoring, supervision, and performance evaluation of non-certified/non-licensed staff as assigned. Oversees District-assigned duties and responsibilities. Performs all other duties as assigned, including coordination around building-wide programming. Knowledge, Skills, and Abilities Comprehensive knowledge of the principles, practices and procedures of school administration; comprehensive knowledge of student service principles and practices and administrative hearing techniques; general knowledge of federal, state and local laws applicable to school administration; knowledge of Multi-Tiered Systems of Support, reading intervention practices, progress monitoring, and evidence-based literacy intervention; knowledge of FastBridge, MCA, grading data, and other student performance measures; knowledge of ReadBasix, REWARDS, BARR, AVID, testing coordination, data practices, and attendance response protocols preferred; comprehensive decision-making skills; thorough conflict-resolution skills; thorough skill communicating with a variety of populations, including students receiving academic, reading, attendance, and behavior support; ability to support district and building goals; ability to work collaboratively and respectfully with diverse populations; ability to develop and present ideas effectively, orally and in written form, to a variety of staff, student and parent populations; ability to compile accurate and thorough reports and records for parents, school officials and other agencies; ability to work independently; ability to respect confidential matters; ability to encourage a safe and secure environment throughout the District; ability to be dependable and accountable in the performance of assigned work; ability to model and promote a welcoming working and learning environment; ability to support and adapt to change and demonstrate commitment to continuous performance improvement; ability to establish and maintain effective communication with students, teachers, support staff, colleagues, parents, school officials, school administrators, and the general public. Education and Experience Bachelor''s degree required. Valid teaching license required. Considerable experience working in academic settings and knowledge of Multi-Tiered Systems of Support preferred. Experience with reading intervention, academic literacy support, progress monitoring, data analysis, and/or intervention programming preferred. K-12 Principal license and/or K-12 Reading licensure preferred. Physical Requirements This work requires the occasional exertion of up to 10 pounds of force; work regularly requires speaking or hearing, frequently requires standing and occasionally requires walking, sitting, using hands to finger, handle or feel, reaching with hands and arms, tasting or smelling, pushing or pulling and lifting; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; work requires preparing and analyzing written or computer data, visual inspection involving small defects and/or small parts, operating machines and observing general surroundings and activities; work has no exposure to environmental conditions; work is generally in a moderately noisy location, such as a business office, school office, hallway, or light traffic area. Special Requirements Licensed Teacher in the State of Minnesota required. Bachelor''s degree and valid teaching license required. K-12 Principal license and/or K-12 Reading licensure preferred. Experience with and knowledge of Multi-Tiered Systems of Support preferred. Experience with FastBridge, MCA data, grading data analysis, ReadBasix, REWARDS, BARR, AVID, testing coordination, data practices, and attendance response protocols preferred. Last Revised: 6/3/2026 Essential Functions: See Job Description attached . If viewing from a third-party website, you will need to visit our website at the below URL to view the job description and essential functions. Application Procedure: Apply Online Email: jobs@isd624.org Website URL: http://www.isd624.org AN EQUAL OPPORTUNITY EMPLOYER The White Bear Lake Area School District leading. . . minds to learning, hearts to compassion, lives to community service. White Bear Lake Area Schools #624 uses the applicant tracking system from Frontline Education to manage employment applications online